LESSON PLAN Lesson #___2___

Format and Cooperating Teacher Feedback Form

Name: Lauren Checker
Date:

Goal(s):

Planning:

Content Area:

9/30/15

Mathematics

Grade Level: 4
CCSS. 4.1. NBT- Generalize place value understanding for whole multi-digit numbers.

Prior to this lesson I have observed the students doing a lesson the second week of school
on place value up to one billion. The students seemed a little hesitant and unsure of how
to read and write place value. Because of this I am revisiting place value and scaffolding
how to understand this mathematical concept. I noticed that the students really had
trouble reading/writing numbers beyond a thousand. The students should be working on
identifying numbers up to one billion, but I am first going to try to teach them the concept
of how to read and write these numbers before giving them larger multi-digit numbers. If
they are understanding lower digit values, I will then lessen my scaffolding and increase
difficulty. Throughout my SMART board activity I have provided a mixture of place
values both small and large to meet students needs. Some students are at a much higher
level, while others are still struggling with place value in the thousands. This gave me the
idea to give each student a place value chart prior to my lesson. I will walk them through
each place value while modeling where each value is in a multi-digit number. I am
hoping this chart will help guide them when identifying, reading and writing place values
in numbers. This chart is also labeled by color. The billions are orange, millions are pink,
thousands are green, and the hundreds are blue. I am hoping students that have trouble
concentrating will connect to this. I put a lot of thought into creating my SMART board
lesson for the students. I want to make sure I have enough modeling as well as
participation opportunities. The students love to be involved in the lesson, so I made sure
the lesson would be interactive. I am starting the lesson with a warm up to get kids
thinking and engaged. I will then review academic language to make sure we are all on
the same page. As the SMART board lesson goes on I will give examples, then allow the
students to attempt by working with neighbors or individually. I have it planned out to
then share as a whole group what the answer is and how to get there. In science the
students always do interactive multiple choice quizzes on brain pop as a whole group.
They seem to really love these so I thought I would integrate one into my lesson. I will
have the students show me sign language A-D for which letter we should choose. This
will help eliminate shouting out answers. I am also hoping to have the students sit on the
floor in front of the SMART board during the lesson to help eliminate distractions in their
desks. After the lesson I plan to give out an activity sheet to assess who understood the
objectives. There is one higher level student that I am going to challenge by putting a
bonus question on the bottom. I will ask him to write a number up to one billion and
identify each digits value.
ESSENTIAL QUESTIONS

What is place value?

Objective(s)::

How do I know what place value a digit/number is in?

How can I use my place value chart to help me read/write a multi-digit number?

Students will gain practice in beginning to identify, read, and write values of digits in
numbers up to one billion.
**** Partially derived from Engage NY.
Students will begin to construct and define place value in multi-digit numbers so that
they can accurately use them in everyday mathematics.
Terms for students to know/academic language:
Digit a number
Place Value/ Ones place- Billions Place Value the value of a digit
Language Function- Students will need to work towards first identifying how to
Read and define place value, then they can construct these understandings through
Reading and writing their values.

Assessment:

Informal: Students will be assessed informally during my SMART board lesson. I will
be monitoring which students are actively participating and coming to the board to
attempt to solve problems. This will allow me to see if they are understanding how place
value words. I will also be able to conference with students one on one when giving
them time with their math journals to solve problems.
Formal: After the lesson I will give students an activity sheet to assess their independent
thinking. This will allow me to assess my objectives and if they were successful in
meeting these.

Materials Needed:
SMART board
Math notebooks
Pencils
Place value charts for each student
Activity sheet
:

Procedures:
Introduction: 3 minutes

Good morning boys and girls. Today we are going to continue working on place value.
How many of you feel comfortable reading and writing big numbers?
What even is place value?

Lets start by counting by tens 10, 20, 30 (I will see if we can get to 100, then do the same for

100 and 1,000.)

I will then talk about the place value charts I gave out. I will have students read with me each value

(we will revisit these throughout the lesson.)

I will have a student volunteer to read the daily vocab.

Steps for instruction- Demonstration/Participation: 12-15 minutes

Work through slide three having students volunteer to read and identify the place value of the
underlined digit. Have them use both their place value charts and the one on the SMART board to
assist their thinking.
Explain to students why that digit is in that place value.
Now that students have had general practice using their place value charts, go to slide 4 to model how
to interpret the value of multi-digit numbers. Model for students how you know what each value is
worth using the place value chart, ask students to participate and/or come to SMART board.
Have students copy down the number on page 5 and use their math notebooks and neighbors to write
the value of each digit.
Have students come to the board to fill in the answers.
On page 6 the students will work on reading numbers. First I will model for the students how to roll
the dice and read the number using the place value chart.
*** Dice derived from SMART exchange
Only go as high in place value as student understanding.
Have students take turns coming to the board to roll the dice and read the number.
Do this as many times based on engagement and understanding.
On slide seven read the different written numbers and ask students to come to the board and pair.
Help explain how written values work. Ask students to refer to their place value charts.
Slide eight will be tricky because it deals with writing numbers. I will model the first one or two then
have the students both help me write the numbers and have them participate as well.
On page 9 model again, then have the students come up with their own number and written version in
their math notebooks.
Share as a whole group
Slide 10 is a brief quiz. Read the questions to the students and go over the answers.
Have them hold up in sign language A-D for the answer; if wrong; help explain why.
Practice: 5 minutes

Give students activity sheet and explain each question. Ask if the students have questions.
Encourage them to use their place value charts in doing the assignment.
Conference with students one on one during this time to check for understanding.

Closure: 1 minute

Ask students to turn in activity sheet.

Encourage them to hang on to place value charts for future lessons and assignments.
Thank students for experience and participation

Lesson Self- Assessment 2

Name: Lauren Checker

Lesson topic: Mathematics
Date: 9/30/15
School/grade level/ number of students: Manitoba/4thgrade/15 students
Name of Cooperating Teacher: Maya Richards

Planning and preparation:

I tried to create a more actively engaged lesson for the students involving the SMART board. The children
really enjoyed the initial hook of my lesson-which was counting by 10s, 100s, and 1000s. I could also initially
hear which students knew how to do this and which were lost. I liked that I created a place value chart that was
color coated for each of the students to use during and after my lesson. One of the students (who doesnt speak
up much), commented it that each section of the place value chart was a different color. It was great to hear this
feedback because I hoped that it would help them throughout. For the next sections of my lesson it was helpful
to refer to this chart to guide the students answers. When discussing place value the students were comfortable
going up to about 1,000 (like I had planned for.) This was helpful to know prior to teaching my lesson because
my teacher wanted to me to teach the students place value up to one billion. While I still had challenge
questions for the one child that did understand this, it was beneficial to first teach the children the main skills of
identifying place value. When it came time for the children to practice reading numbers they really enjoyed the
brief dice game I had on the smart board. They took turns rolling the die and reading the numbers allowed. It
seemed beneficial to have the place value chart connected to this activity so the students could use it as a guide
when reading these multi-digit numbers. It was evident that the students didnt have much practice with reading
multi-digit numbers. As a teacher this is definitely something I would like to revisit. During my plan I skipped
over the slide that dove further into writing numbers because I knew the children werent fully understanding

this. For the ones that did, they were able to show me this skill on the activity sheet after the lesson thought the
worksheet I created was a good informal assessment of student understanding.

Classroom environment:

I asked the students to join me on the floor rather than sit in their desks. While I know this is more of a
cramped area I feel that it is better than having the students at their desks. Having them on the floor promoted
more students who wouldnt; typically get involved be active in the lesson. Throughout the lesson I was
constantly asking questions to get the students thinking. One question I asked was what would happen to this
number if I took the zero off the end? This promoted a bit of controversy in the classroom, which was great! I
explained to the students how the number changes because of lack of that zero. In my classroom there seems to
be a bit of disrespect between students, so I tried to make each student feel comfortable coming up to the
SMART board. I feel that there needs to be some serious classroom bonding for the students to be respectful of
both adults and each other. I tried to set the tone as relaxed and non-threatening, but I am still struggling. During
the lesson I reminded the students to listen to each other when talking. I did have a part in my lesson where I
had the children solve a problem individually, but also allowed them to discuss how they got there with a
neighbor. At this time I was able to connect with struggling students briefly. During my lesson I asked the
children to be thinking about how they would answer even if they werent at the SMART board. I also had
students who were unsure once they got to the SMART board call on a friend for help. During my lesson I had
to keep prompting the children to stay focused and on task by using the 1, 2, 3, eyes on me technique. I think for
my next lesson I will try using a rhythmic hand clapping technique as well. Overall the students were engaged
in the lesson and I felt that it was beneficial to focus on constructing and defining place values in numbers.

Instruction:

Many of my strategies I used during the lesson had a positive impact on the classroom environment learned
that the students benefited from an attention getter and that it made it easier for them to connect to what we

were learning. I think just by getting the children to come in front of the SMART board makes them more
focused. Often when my CT teaches the children are very distracted and disruptive with one another. I thought it
was beneficial to have students come engage with the lesson, because usually they dont. I am glad that I
decided to give each student a place value chart because they were able to make the connections as we were
learning. I saw many of the students using it when working on the worksheet after the lesson. I definitely am
happy that I chose to use a combination of individual and group work. During the individual time I could see
which students were really struggling and which were understanding the material. I definitely want to think of
more ways to keep the children focused on the lesson. I informed the students that they could talk to each other
when solving problems, but that we need to listen to our friends when someone else is talking. I think that
sculpting my lesson to be more achievable for the students rather than teaching them something they will
struggle with was beneficial. For the high student, this was a great review and he even benefited from reading
the numbers aloud. For the students who needed more practice with place value this was great practice. This
would be a great topic to revisit and push the children to define and compose higher multi-digit numbers.

Assessment:

I focused mainly on informal assessment. I did a lot of observing on which students understood concepts
when coming to the SMART board. I tried to connect with students who didnt participate much in the lesson
afterwards to assess understanding. I was able to collect their worksheet to use as evidence of their
understanding. I noticed that most of the children could easily tell me the value of each number and where it
was, but had trouble writing the number out. Like I mentioned earlier, I would like to revisit this. Following up
with a formal assessment to see learning progression would be a great follow up for this concept. I think that my
objectives were appropriate as a stated that students will begin to identify, construct, and define multi-digit
numbers. In the future I would like to keep some sort of anecdotal note sheet to more closely monitor student
thinking. A rubric would also be helpful, as some students were stronger in different areas. I would still consider
these students successful, which is why a rubric would be beneficial.

Professional responsibilities:

I didnt get that much direct feedback from my lesson. My CT enjoyed my SMART board activity that I
created. I think as long as I keep the students engaged and reaching to meet objectives she will be pleased with
my performance.

Reflection:

I learned that the students like to be actively engaged in the lesson learned that preparing the students for
what I expect is challenging, but is critical. Even though the students are not used to these procedures from their
teacher, I need to set stronger expectations for respectful behavior. Even though my CT seems a bit resistant, I
am going to try and push myself to do lessons with the students collaborating more. I am happy that I am
getting exposed to 3rd/4th grade mathematics, because I am understanding how to best teach the concepts. I am
videotaping myself teaching a math lesson next week so some things to keep in mind are setting expectations,
reminding students to be respectful, including engagement, and thinking about how to monitor assessment.